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Prepared for the College of Education at SDSU By Michael J. Montgomery

An Analysis of Student Feedback Systems. Prepared for the College of Education at SDSU By Michael J. Montgomery. Description of the COE. Comprises seven academic departments Offers a variety of: Degrees, credentials, and certificates MA and MS

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Prepared for the College of Education at SDSU By Michael J. Montgomery

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  1. An Analysis of Student Feedback Systems Prepared for the College of Education at SDSU By Michael J. Montgomery

  2. Description of the COE • Comprises seven academic departments • Offers a variety of: • Degrees, credentials, and certificates • MA and MS • Two doctoral programs in partnership with the University of San Diego and Claremont Graduate University • 3rd doctoral program with UCSD to begin in Fall 2004

  3. Why conduct this study? • Dean’s Office aware of problems with current structure/system for collecting end-of-course data • Interest in making the system sounder and more responsive • Need for theoretical knowledge related to student feedback systems • Provide groundwork for next steps

  4. Evaluation Process • Two-prong approach: • Review of the literature • Review of COE policy

  5. Evaluation Process: Literature Review • Themes addressed: • What constitutes teacher effectiveness • Student credibility • Suspicions associated with student ratings • Student tools for assessing teacher effectiveness • Instrument quality • Triangulation of data • Administration of student ratings

  6. Evaluation Process: COE Policy • Reviewed: • COE Policy File • Retention/tenure/promotion (RTP) procedures • Role of ratings in RTP process • Quantitative and qualitative questionnaires • Administration guidelines • Interviewed: • COE Associate and Assistant Deans • COE Department Chairs

  7. Findings: Related to Themes • Teacher effectiveness • Multidimensional enterprise • Student credibility • Rational, reliable, and credible • Suspicions associated w/student ratings • Majority have been refuted

  8. Findings: Related to Themes • Student tools for assessing teacher effectiveness • Items to be measured must be clear • Derived from various stakeholders • Field tested • Instrument quality • Psychometrically and statistically sound • Protected against unwanted variables

  9. Findings: Related to Themes • Triangulation of data • Should not be sole or primary source • Combine with peer reviews, alumni ratings, classroom observations, teaching portfolios, and self-evaluations • Administration of student ratings • Standardized procedures • Anonymous • Absent of the instructor

  10. Findings: COE Policy …Looking at the Current State of Affairs • Survey administration • Includes clear instructions • Quality of survey items and constructs • Many items warrant revision • Measurement scales not consistent with good measurement design • Does not collect demographic data about students

  11. Findings: COE Policy • Use of student ratings data • Most important RTP component • No specific weight assigned • May not be weighted appropriately • Students are unsure if responses are used for improvement purposes • Time gap between student completion and receipt of feedback by faculty • Takes longtime to receive feedback

  12. Recommendations • Several recommendations were made to the COE • These will be explored by COE’s Policy Council

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